Promoting Collaborative Learning Through Immersive Learning Simulations Introduction
Immersive learning simulations (ILS) have the potential to promote positive collaborative learning. Through virtual environments modeled from 3D video games. Software such as Second Life, NUCLEO, and Mare Monstrum are making their way into classrooms and other learning environments around the world. These programs allow learners to interact with each other remotely in a unique environment. The possibilities of these applications are limitless and deserve to be thoroughly tested and researched.
What are Immersive Learning Simulations?
Games have been a part of learning for many years. From children’s memory card games to computer games like The Oregon Trail, these products have aided many learners to grasp multiple subjects. However, with the expansion of the internet and improvements in distance education, games are becoming much more than just an aid for learners; they are becoming complete educational and training packages that have the potential to be classroom replacements. The E-learning guild prefers to call these products Immersive Learning Simulations rather than games. Now it must be noted that ILS only refers to a carefully planned educational system; it would be absurd to assume that any game can be considered an ILS. The E-learning Guild describes an ILS as being a system that combines simulation, pedagogy and “hard fun” to create an engaging experience for the learner (Wexler et al., 2007). It is presumed that calling these products games insinuates that they are not a serious form of learning. Perhaps this is why many educators and scholars are questioning the validity of the use of ILS in formal education. It is also suggested that the use of ILS only benefits those who grew up in the age of the internet and advanced video game systems. On the other hand, it is suggested that ILS have many potential benefits. They are able to excite and motivate learners by providing a unique and fun environment. Furthermore, they help facilitate collaborative learning which is suggested to help learners develop critical thinking and to more efficiently retain material.
What is Collaborative Learning?
Dillenbourg reluctantly tries to define collaborative learning as a situation in which two or more people learn or attempt to learn something together. His reluctance stems from the broad nature of this definition and how it can be interpreted in several different ways. However, Dillenbourgh and other scholars have decided to agree on this definition in order to accommodate the ever-changing mediums in which people interact with each other (Dillenbourgh, 1999).
Below are current interpretations of each element of this definition:
· Two or more –This phrase is to be taken literally. However, we must note the vast range of possibilities in context to collaborative learning. It could be two people, a small group of 3-5 people, a class room of 30 students, a community of hundreds, and even an entire society of thousands or even millions.
· Learn Something -- This could mean following an entire course, studying together for a test, corporate training, research, production, and many other facets of learning.
Together – This should be interpreted as the many different forms of interactions: asynchronous or synchronous, face-to-face or computer mediated, everyday or once a month, an equal effort or each member has different ranks within the group.
It is important to look at all of these elements when evaluating collaborative learning. Even in the focused context of immersive learning simulations, all of these elements may vary greatly when users are participating in collaborative learning: pairs participating in a synchronous joint problem solving simulation during one or two hours, students meeting in a virtual environment weekly during a one-year course, entire military platoons working through an online combat simulation, and many other applications.
Benefits of Collaborative Learning
Educational literature has shown the benefits of collaborative learning (Kreijins, Kirschner, & Jochems, 2003). It has been demonstrated that it leads to deeper levels of learning, critical thinking, shared understanding, and long-term retention of the learning material. Furthermore, collaborative learning also provides opportunities for developing social and communication skills, acquiring positive attitudes towards co-members and learning material, and building social relationships and group cohesion (Johnson & Johnson, 1994).
Collaborative learning Through Immersive Learning Simulations
An unfortunate issue that arises frequently with collaborative learning is that it is often difficult to coordinate schedules among group members effectively. Introducing the possibility of meeting remotely allows for more accessible collaborative learning initiatives. Nevertheless, it is not easy implementing this kind of learning effectively without face to face contact. Over the years many alternatives to face to face contact have been introduced: telephones, email, chartrooms, webcams, etc. However, these mediums for the most part only provide verbal communication and the ability to share media files. This is nowhere near being close to face to face communication. Immersive Learning Simulations allow group members to manipulate a virtual environment in real time while communicating verbally. Working with these varying possibilities allows for more realistic interactions. In a study conducted at University Complutense of Madrid in Spain, Electrical Engineering students in a programming class were divided into two groups. The control group completed the course in the traditional lecture format while the experimental group completed the course using Mare Monstrum Immersive Learning Simulation Software. Although the final grades of the two groups had insignificant differences, those in the experimental group had significantly higher peer review ratings. The formative evaluation of this study showed that 67.44% of the students in the control group agreed that the team assignment process was suitable for the course and worked well. Furthermore, an overwhelming 95.35% of the students agreed that the virtual tool was useful to coordinate the activities and enhance collaboration. This shows a high degree of satisfaction with the 3D game environment .
Conclusion
Given that Immersive Learning Simulations have only recently began to make it into class rooms, much more research still needs to be done on the subject. However, the current results are promising and lead many to believe that there a wide array of possible benefits from ILS. Enhanced collaborative learning is among these benefits. The evolution of ILS technology can go in many directions depending on how game developers, instructional designers, and subject matter experts collaborate to develop these products. It would be in the best interest of these professionals to emphasize collaborative learning within these products.
Dillenbourg P. (1999) What do you mean by collaborative learning?. In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches. (pp.1-19). Oxford: Elsevier
Johnson, D.W., & Johnson, R.T. (1994). Learning together and alone:cooperative, competitive and individualistic learning (5th ed.), Boston, MA: Allyn & Bacon.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19 (3), 335-353.
Sancho, P., Moreno-Ger, P., Fuentes-Fernández, R., & Fernández-Manjón, B. (2009). Adaptive Role Playing Games: An Immersive Approach for Problem Based Learning. Journal of Educational Technology & Society, 12(4), 110-124. Retrieved September 15, 2010 from Academic Search Complete database.
Wexler, S., Aldrich, C., Johannigman, J., Oehlert, M., Quinn, C., & Van Barneveld, A. (2007). Guild Research 360 Report on Immersive Learning Simulations(Publication). Retrieved September 15, 2010, from Academic Search Complete database.
Introduction
Immersive learning simulations (ILS) have the potential to promote positive collaborative learning. Through virtual environments modeled from 3D video games. Software such as Second Life, NUCLEO, and Mare Monstrum are making their way into classrooms and other learning environments around the world. These programs allow learners to interact with each other remotely in a unique environment. The possibilities of these applications are limitless and deserve to be thoroughly tested and researched.
What are Immersive Learning Simulations?
Games have been a part of learning for many years. From children’s memory card games to computer games like The Oregon Trail, these products have aided many learners to grasp multiple subjects. However, with the expansion of the internet and improvements in distance education, games are becoming much more than just an aid for learners; they are becoming complete educational and training packages that have the potential to be classroom replacements.
The E-learning guild prefers to call these products Immersive Learning Simulations rather than games. Now it must be noted that ILS only refers to a carefully planned educational system; it would be absurd to assume that any game can be considered an ILS. The E-learning Guild describes an ILS as being a system that combines simulation, pedagogy and “hard fun” to create an engaging experience for the learner (Wexler et al., 2007). It is presumed that calling these products games insinuates that they are not a serious form of learning. Perhaps this is why many educators and scholars are questioning the validity of the use of ILS in formal education. It is also suggested that the use of ILS only benefits those who grew up in the age of the internet and advanced video game systems.
On the other hand, it is suggested that ILS have many potential benefits. They are able to excite and motivate learners by providing a unique and fun environment. Furthermore, they help facilitate collaborative learning which is suggested to help learners develop critical thinking and to more efficiently retain material.
What is Collaborative Learning?
Dillenbourg reluctantly tries to define collaborative learning as a situation in which two or more people learn or attempt to learn something together. His reluctance stems from the broad nature of this definition and how it can be interpreted in several different ways. However, Dillenbourgh and other scholars have decided to agree on this definition in order to accommodate the ever-changing mediums in which people interact with each other (Dillenbourgh, 1999).
Below are current interpretations of each element of this definition:
· Two or more –This phrase is to be taken literally. However, we must note the vast range of possibilities in context to collaborative learning. It could be two people, a small group of 3-5 people, a class room of 30 students, a community of hundreds, and even an entire society of thousands or even millions.
· Learn Something -- This could mean following an entire course, studying together for a test, corporate training, research, production, and many other facets of learning.
Together – This should be interpreted as the many different forms of interactions: asynchronous or synchronous, face-to-face or computer mediated, everyday or once a month, an equal effort or each member has different ranks within the group.
It is important to look at all of these elements when evaluating collaborative learning. Even in the focused context of immersive learning simulations, all of these elements may vary greatly when users are participating in collaborative learning: pairs participating in a synchronous joint problem solving simulation during one or two hours, students meeting in a virtual environment weekly during a one-year course, entire military platoons working through an online combat simulation, and many other applications.
Benefits of Collaborative Learning
Educational literature has shown the benefits of collaborative learning (Kreijins, Kirschner, & Jochems, 2003). It has been demonstrated that it leads to deeper levels of learning, critical thinking, shared understanding, and long-term retention of the learning material. Furthermore, collaborative learning also provides opportunities for developing social and communication skills, acquiring positive attitudes towards co-members and learning material, and building social relationships and group cohesion (Johnson & Johnson, 1994).
Collaborative learning Through Immersive Learning Simulations
An unfortunate issue that arises frequently with collaborative learning is that it is often difficult to coordinate schedules among group members effectively. Introducing the possibility of meeting remotely allows for more accessible collaborative learning initiatives. Nevertheless, it is not easy implementing this kind of learning effectively without face to face contact.
Over the years many alternatives to face to face contact have been introduced: telephones, email, chartrooms, webcams, etc. However, these mediums for the most part only provide verbal communication and the ability to share media files. This is nowhere near being close to face to face communication. Immersive Learning Simulations allow group members to manipulate a virtual environment in real time while communicating verbally. Working with these varying possibilities allows for more realistic interactions.
In a study conducted at University Complutense of Madrid in Spain, Electrical Engineering students in a programming class were divided into two groups. The control group completed the course in the traditional lecture format while the experimental group completed the course using Mare Monstrum Immersive Learning Simulation Software. Although the final grades of the two groups had insignificant differences, those in the experimental group had significantly higher peer review ratings. The formative evaluation of this study showed that 67.44% of the students in the control group agreed that the team assignment process was suitable for the course and worked well. Furthermore, an overwhelming 95.35% of the students agreed that the virtual tool was useful to coordinate the activities and enhance collaboration. This shows a high degree of satisfaction with the 3D game environment .
Conclusion
Given that Immersive Learning Simulations have only recently began to make it into class rooms, much more research still needs to be done on the subject. However, the current results are promising and lead many to believe that there a wide array of possible benefits from ILS. Enhanced collaborative learning is among these benefits. The evolution of ILS technology can go in many directions depending on how game developers, instructional designers, and subject matter experts collaborate to develop these products. It would be in the best interest of these professionals to emphasize collaborative learning within these products.
Dillenbourg P. (1999) What do you mean by collaborative learning?. In P. Dillenbourg (Ed) Collaborative-learning: Cognitive and Computational Approaches. (pp.1-19). Oxford: Elsevier
Johnson, D.W., & Johnson, R.T. (1994). Learning together and alone:cooperative, competitive and individualistic learning (5th ed.), Boston, MA: Allyn & Bacon.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research. Computers in Human Behavior, 19 (3), 335-353.
Sancho, P., Moreno-Ger, P., Fuentes-Fernández, R., & Fernández-Manjón, B. (2009). Adaptive Role Playing Games: An Immersive Approach for Problem Based Learning. Journal of Educational Technology & Society, 12(4), 110-124. Retrieved September 15, 2010 from Academic Search Complete database.
Wexler, S., Aldrich, C., Johannigman, J., Oehlert, M., Quinn, C., & Van Barneveld, A. (2007). Guild
Research 360 Report on Immersive Learning Simulations(Publication). Retrieved September 15,
2010, from Academic Search Complete database.